Física no ensino médio: ensino-aprendizagem do conceito calor na concepção da teoria de Davydov com contribuições de Hedegaard

Abstract

This thesis approaches the teaching of Physics in High School, focusing a teaching method which leads students to think in this school subject. Studies about this topic show that High School students learn a few things in Physics, pointing out the teaching organization as one of the causes to originate this problem. Thus, this study tried to answer the following question: does the adopting developmental teaching principles in a study activity exactly the way proposed by Davydov and Hedegaard contribute to qualitative changes in students' learning and development? The general objective in this study was to analyze the qualitative changes occurred in the students' learning, facing the teaching concept of Physics through a didacticformative experiment. The study, which was carried out at a public school in Goiás State, was compound of twenty-two students. To collect data, the following tools were used: a questionnaire, semi-structured interviews, classes watched and filmed, and tasks carried out by the students. The analysis which had a qualitative approach tried to point out signs of changes in students' way of thinking in relation to Heat concept. The results allowed to conclude that: of the twenty two students participating in the didactic-formative experiment, eight showed qualitative changes represented by evidences of the theoretical Heat concept formation, and thirteen students showed evidences of thinking changes which characterized a proximal development area formation in relation to the concept studied. It was also observed that students had better participation in class. This was expressed by their engagement in tasks and by the high quality of questions asked. It was concluded that the theoretical tribute of Davydov and Hedegaard provides several contributions to boost the teaching-learning of Physics, mainly the students' behavior as subjects in the learning process and in the perspective of constituting a conceptual thinking of dialectical nature. To teach Physics in High School this theoretical-methodological perspective enables the students to acquire a theoretical thinking method while learning Physics phenomena. This contributes to their capacity of reaching objective behavior changing their relationship with a natural, social and personal reality